SYLLABUS

Neuropsychology of Brain Injury A

Semester & Location:	Fall 2026 - DIS Copenhagen
Type & Credits:	Elective course - 3 credits
Faculty:	Mette Bohn Jespersen - Contact via Canvas Inbox
Time and Classroom:	Tuesdays 14:50-17:45 (classroom ST6-Anneks C - 1st floor) See map of buildings
Major Disciplines:	Neuroscience, Psychology
Related Disciplines:	Pre Medicine/Health Sciences
Prerequisites:	One course in neuroscience or psychology at university level. We will not accept AP/IB credit.
Program Contact:	psy.cns@dis.dk

Course Description

What happens when the brain is injured—and how does it affect the way we think, feel, behave, and experience ourselves?

Every year, millions of people experience an acquired brain injury. Some recover quickly, while others face lifelong challenges affecting memory, attention, emotions, relationships, identity, and everyday functioning. Yet no two brain injuries are alike.

As a neuropsychologist, one of the most fascinating aspects of clinical work is learning to connect observable changes in thinking and behavior to the underlying organization of the brain—and then helping people rebuild meaningful lives after injury.

This course introduces you to the fascinating field of clinical neuropsychology through the study of acquired brain injury. Throughout the semester, you will explore how brain injury changes cognition, emotion, personality, and social functioning while discovering how neuroscience informs clinical assessment, rehabilitation, and recovery.

Rather than memorizing neurological syndromes, you will learn to approach patients the way clinical neuropsychologists do: by combining neuroscience, psychology, careful observation, and critical thinking to understand the whole person.

Our classroom will function as a collaborative learning environment where scientific evidence meets authentic clinical practice. Together we will analyze real cases, discuss current research, practice neuropsychological assessment techniques, visit rehabilitation settings, and meet clinicians working at the forefront of neuroscience.

By the end of the semester, my hope is that you not only understand brain injury—but that you begin thinking like a neuropsychologist.

Learning Objectives

By the end of this course, you will be able to:

• Understand brain-behavior relationships
  • Explain how acquired brain injury affects cognition, emotion, behavior, and everyday functioning.
  • Describe the major neuroanatomical systems supporting cognition and behavior.
  • Explain how neuroplasticity contributes to recovery following brain injury.
  • Describe the principles underlying evidence-based neuropsychological rehabilitation.
• Apply clinical reasoning
  • Interpret common neuropsychological syndromes using principles of brain-behavior relationships.
  • Analyze clinical cases by integrating neurological, cognitive, emotional, and psychosocial information.
  • Select appropriate neuropsychological assessment methods based on different clinical questions.
  • Develop evidence-informed rehabilitation recommendations that consider both cognitive and psychosocial factors.
• Think critically
  • Critically evaluate contemporary neuropsychological research.

• • Discuss methodological, ethical, and cultural considerations in neuropsychological assessment.
  • Communicate neuropsychological concepts clearly to both professional and non-specialist audiences.

Approach to Teaching

This course emphasizes active learning, clinical reasoning, and discussion rather than memorization. Each class combines neuroscience with authentic clinical cases to help you connect scientific knowledge with real-world practice.

Throughout the semester, you will be encouraged to ask questions, discuss ideas, challenge assumptions, and apply research evidence to complex clinical situations.

Teaching methods include:

• Interactive lectures
• Clinical case discussions
• Small-group problem solving
• Hands-on experience with neuropsychological assessment methods
• Videos and patient narratives
• Guest lectures from clinicians and researchers
• Field studies
• Research discussions and ethical dilemmas

Learning is collaborative, and your perspectives and experiences are valuable contributions to class discussions.

Expectations

Your learning depends not only on attending lectures but also on actively engaging with the material before, during, and after class.

Before each class, you are expected to complete the assigned readings so that you can participate meaningfully in discussions and activities. Because much of the course is built around case analyses, collaborative exercises, and hands-on learning, regular attendance and participation are essential.

You are encouraged to ask questions, contribute your ideas, and respectfully consider different perspectives. Our goal is to create an inclusive learning environment where curiosity, professionalism, and constructive dialogue are valued.

 Please use laptops only for course-related activities during class. If you are unable to attend a session, notify the instructor as soon as possible. Assignments should be submitted by the stated deadlines unless alternative arrangements have been made due to documented circumstances.

Faculty

Mette Bohn Jespersen

Clinical Neuropsychologist; Master of Psychology with a double major in Clinical Psychology and Neuropsychology, University of Copenhagen (2015). Formerly studied Economics and Organizational Psychology at Copenhagen Business School. Ms. Jespersen possesses extensive experience in Neuroscience and Rehabilitation, currently focusing on consultancy and clinical private practice. She has been affiliated with DIS since 2022, where she teaches and researches topics within neuroscience, health, and psychology

Field Studies

Bodil Eskesen Centre, BEC

Visiting BEC, which is the largest department under Copenhagen University Hospital, we will get an unique oppourtinity to see rehabilitation first hand. BEC is performing highly specialized treatment and rehabilitation of patients with brain and spinal cord injuries. The 25,000 m² facility includes 125 single rooms, outpatient clinics, a multi-purpose hall, and a therapy pool. A therapeutic garden with an orangery surrounds the building for patients and their families. There is also a family house for relatives.

Guest Lecturers

André Beyer Mathiassen, PhD
M.Sc. in Psychology (cand.psych.) and Ph.D. Working within research at Centre for Neuropsychiatric Depression Research.

Andreas Kirknæs Færk, PhD
M.Sc. in Psychology (cand.psych.) and Ph.D in Neuroscience.

Signe Moldrup, Neuropsychologist

M.Sc. in Psychology (cand.psych.). Department of Neurosurgery, Rigshospitalet, Copenhagen. Responsible neuropsychologist for Awake Brain Surgery.

Evaluation and Grading

Dynamic Participation, Engagement & Attendance

Active participation is an essential part of this course. You are expected to attend class prepared, contribute thoughtfully to discussions, engage respectfully with classmates, and actively participate in group activities and case-based exercises.

Reading Reflection & Seminar Facilitator

Throughout the semester, each student will serve twice as a Seminar Facilitator. Prior to each assigned class, Seminar Facilitators will submit a Reading Reflection (300–400 words) and facilitate small-group discussions designed to connect scientific literature with clinical neuropsychological practice.

Field Study Reflection

Prior to each field study you will submit questions to ask during the tour, and following, you will submit an individual reflection connecting your observations to course concepts, neuropsychological theory, and rehabilitation practice.

Science Communication Project

Working in groups, you will create an engaging science communication product (e.g., podcast, video, infographic, or similar format) that translates a neuropsychological topic from the course into content suitable for a broader public audience.

Final Project – Clinical Case Analysis & Rehabilitation Plan

In groups, you will analyze a clinical case of acquired brain injury by integrating neuropsychological theory, assessment, and evidence-based rehabilitation. Your project should demonstrate clinical reasoning and include a comprehensive rehabilitation plan for the patient and relevant stakeholders.

Readings

Book Chapters  (required)

All chapters will be available on Canvas.

Kolb, B & Whishaw I.Q. (2021) Fundamentals of Neuropsychology  (8th Ed). New York: Worth

Recommended  Reading

Examples:

• Ownsworth, T. (2014). Self-Identity after Brain Injury (Neuropsychological Rehabilitation: A Modular Handbook) . Taylor and Francis. 
• Parsons, M. W.  , &   Hammeke, T. A. (2014)Clinical Neuropsychology: A Pocket Handbook for Assessment, Third Edition.  American Psychological Association.
• Ramachandron, V. S. & Blakeslee, S. (1998). Phantoms in the brain: Human nature and  the architecture of the mind. London: Fourth Estate
• Sacks, (1998) O. The man who mistook his wife for a hat and other clinical tales. London: Touchstone Books
• Wilson, B. A., Gracey, F., Evans, J.J., Bateman, A. (2009). Neuropsychological Rehabilitation: Theory, Models, Therapy and Outcome . Cambridge University Press

Articles  (Required  or  Recommended) - see Canvas for details

• Arnould A, Dromer E, Rochat L, Van der Linden M^,Azouvi P. (2016). Neurobehavioral and self-awareness changes after traumatic brain injury: Towards new multidimensional approaches. Ann Phys Rehabil Med. 2016 Feb;59(1):18-22. doi: 10.1016/j.rehab.2015.09.002.

• Chang, E. F., Kunal P. Raygor, AB, and Mitchel S. Berger, M (2015) Contemporary model of language organization: an overview for neurosurgeons J Neurosurg 122:250–261
• Corbetta, M. Shulman, G. L  (2011). Spatial Neglect and Attention Networks. Annual review of neuroscience. , 2011, Vol.34 (1), p.569-599
• Davey, C. G., Pujol, J. Harrison, B. J. (2016). Mapping the self in the brain's default mode network. NeuroImage 132 (2016) 390–397
• Davis, K. L., & Panksepp, J. (2011). The brain's emotional foundations of human personality and the Affective Neuroscience Personality Scales.Neuroscience & Biobehavioral Reviews, 35(9), 1946-1958.
• De Gutis, J. M., Chiu, C. Grosso, M.E: & Cohan, S. (2014) Face processing improvements in prosopagnosia: successes and failures over the last 50 years. Frontiers in Human Neuroscience (8), 1-14
• Fonseca, J., Ferreira, J. & Pavão Martins, I. (2016) Cognitive performance in aphasia due to stroke: a systematic review. International Journal on Disability and Human Development, 16(2), pp. 127-139.Gasquoine, G. (2016)Blissfully unaware: Anosognosia and anosodiaphoria after acquired brain injury. Neuropsychological Rehabilitation . Vol. 26, 2 Issue 2, 261-285 
• Hanna, K. L. Hepworth, L. R., J. Rowe, F. J  (2017) The treatment methods for post-stroke visual impairment: A systematic review (2017) Brain and Behaviour 7, 1-26

• Heutink, J., Indorf, D. L  & Cordes, C. (2019) The neuropsychological rehabilitation of visual agnosia and Balint’s syndrome, Neuropsychological Rehabilitation, 29 (10,) 1489-1508, DOI: 0.1080/09602011.2017.1422272

• Joost H, Indorf , D-.L & Cordes, C. (2019) The neuropsychological rehabilitation of visual agnosia and Balint’s syndrome, Neuropsychological Rehabilitation, 29 (10,) 1489-1508, DOI: 0.1080/09602011.2017.1422272

• Johnston, M. V., Vanderheiden, G. C., Farkas, M. D., Rogers, E. S., Summers, J. A., & Westbrook, J. D.,The NCDDR Task Force on Standards of Evidence and Methods. (2009). The challenge of evidence in disability and rehabilitation research and practice: A position paper. Austin, TX: SEDL. pp 1-7
• Karnath, H.-O., & Rorden, C. (2012). The anatomy of spatial neglect. Neuropsychologia, 50(6), 1010–1017. http://doi.org/10.1016/j.neuropsychologia.2011.06.027
• Kerry Louise Hanna | Lauren Rachel Hepworth | Fiona J. Rowe (2017)The treatment methods for post-stroke visual impairment: A systematic review. Brain and Behaviour, 7, 1-26
• Kim,Y.M.,Chun,M.H.,Yun,G.J.,Song,Y.J.,andYoung,H.E.(2011).The  effect of virtual reality training on unilateral spatial neglect in stroke patients. Ann.Rehabil.Med. 35, 309–315.
• Lee,B., Pyun, S-B.  (2014) Characteristics of Cognitive Impairment in Patients With Post-stroke Aphasia. Ann Rehabil Med.;38(6):759-765
•  Gary KW, Neimeier JP, Ward J, Lapane KL (2012) . Randomized controlled trials in adult traumatic brain injury. 26 (13-14):1523-48.
• Neumann D, Babbage DR, Zupan B, Willer B. (2015). A randomized controlled trial of emotion recognition training after traumatic brain injury. Journal of Head Trauma Rehabilitation. May-Jun;30(3):E12-23
• Ochsner, K. N. , Silvers, J.A. and Buhle, J.T. (2012) Functional imaging studies of emotion regulation: A synthetic review and evolving model of the cognitive control of emotion. Ann N Y Acad Sci. March; 1251: E1–24.
• Pedroli, E., Serino, S., Cipresso, P., Pallavicini, F., & Riva, G. (2015). Assessment and rehabilitation of neglect using virtual reality: a systematic review. Frontiers in Behavioral Neuroscience, 9, 226. http://doi.org/10.3389/fnbeh.2015.00226
• Pessoa, L. & Mc Menamin, B. (2016) Dynamic Networks in the Emotional Brain. The Neuroscientist 1–14.
• Petersen, S. E., & Posner, M. I. (2012). The Attention System of the Human Brain: 20 Years After. Annual Review of Neuroscience, 35, 73–89. http://doi.org/10.1146/annurev-neuro-062111-150525
• Price CJ¹.(2010). The anatomy of language: a review of 100 fMRI studies, Ann N Y Acad Sci.2010 Mar;1191:62-88. doi: 10.1111/j.1749-6632.2010.05444.
• Ramachandran V. S. & Blakeslee S. (1998).  Phantoms in the Brain: Nature and the Architecture of the Mind. London: Harper Collins
• Richter, K. M., Mödden, C., Eling, P., & Hildebrandt, H. (2018). Improving Everyday Memory
  Performance After Acquired Brain Injury: An RCT on Recollection and Working Memory Training.
  Neuropsychology. . Advance online publication. http://dx.doi.org/10.1037/neu0000445
•  Rivest, J.  Svoboda, E.  McCarthy, J.  & Moscovitch , M. (2016): A case study of topographical disorientation: behavioural intervention for achieving independent navigation, Neuropsychological Rehabilitation, DOI: 10.1080/09602011.2016.1160833
• Shirley A Thomas1, Marion F Walker1, Jamie A Macniven2, Helen Haworth3 and Nadina B Lincoln1 Communication and Low Mood CALM): a randomized controlled trial of behavioural therapy for stroke patients with aphasia. (2012) Clinical Rehabilitation 27(5) 398–408
• Schrijnemaekers, A-C., et al  (2014) Treatment of Unawareness of Deficits in Patients With Acquired Brain Injury: A Systematic Review. Journal  Head Trauma Rehabilitation. Vol. 29, No. 5, pp. E9–E30
• Spikman, J. M., Timmerman, M. E., Milders, M. V., Veenstra, W. S., & van der Naalt, J. (2012). Social cognition impairments in relation to general cognitive deficits, injury severity, and prefrontal lesions in traumatic brain injury patients. Journal of Neurotrauma, 29(1), 101-111.
• Squire LR, Wixted JT. (2011) . The cognitive neuroscience of human memory since H.M. Annual Review Neuroscience 11;34:259-88. doi: 10.1146/annurev-neuro-061010-113720.
• Spreij L. A., Visser-Meily, J., van Heugten, C.M., Nijboer, T. (2014) Novel insights into the rehabilitation of memory post acquired brain injury: a systematic review. Frontiers in Human Neuroscience  Vol 8, Article 993 , 1-19  DOI=10.3389/fnhum.2014.00993 
• Terneusen, A., Winkens, I., van Heugten, C. et al. Neural Correlates of Impaired Self-awareness of Deficits after Acquired Brain Injury: A Systematic Review. Neuropsychol Rev (2022). https://doi.org/10.1007/s11065-022-09535-6
• Tornås, S.  et.  al (2016). Rehabilitation of Executive Functions in Patients with Chronic Acquired Brain Injury with Goal Management Training, External
  Cuing, and Emotional Regulation: A Randomized Controlled Trial. Journal of the International Neuropsychological Society. 22, 436–452
• Tracy, J.L. & Randles, D. (2011).Four Models of Basic Emotions: A Review of Ekman and Cordaro, Izard, Levenson, and Panksepp and Watt. Emotion Review Vol. 3, No. 4 (October) 397–405
• Turner-Stokes L, Pick A, Nair A, Disler PB, Wade D. (2015) TMulti-disciplinary rehabilitation for acquired brain injury in adults of working age (Review).The Cochrane Library, 2015, Issue 12. 1-67
• Vossel, S. Geng, J.J.,& R. Fink, G. R  (2014) Dorsal and Ventral Attention  Systems: Distinct Neural Circuits but Collaborative Roles. The Neuroscientist 2014, Vol. 20(2) 150 –159

Research  Report:

• National Board of Health Brain Injury – A Health Technology Assessment
  Copenhagen: National Board of Health, Danish Centre of Health Technology Assessment (DACEHTA),
  2011

Academic Accommodations

Your learning experience in this class is important to us.  If you have approved academic accommodations with DIS, please make sure we receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways we can support your learning, please don't hesitate to talk to us. If you have any further questions about your academic accommodations, contact Academic Support academicsupport@dis.dk